As of today, gender questions in Swedish schools is an emerging paradigm where pedagogues work with different kinds of methods in order to teach kids the importance of equality between the genders. However numerous studies and reports show that there is an asymmetrical balance in how boys and girls get differed based on group identity. This imbalance changes the pedagogues’ approach on how he or she communicates and approaches their students based on students’ gender. In this study we have chosen to look through the kids’ perspective with quantity methods such as an inquiry to find out if there is a difference between boys and girls on how they perceive their existence during the time they spend in after-school programs. We have also chosen to look if there is a difference between two after-school programs in two different schools. The two after-school programs are categorized as monocultural and multicultural and this is based on school location. We analyzed the empirical data evidence from the two different after-school programs through an intersectional perspective and a cognitive perspective. What the study found out was that boys and girls have different opinions on what they think about their afterschool programs. Despite the two different locations, both after-school programs had similar answers, which means that boys and girls are experiencing the same things although the location of the schools differ. The outcome was that girls might have a slight advantage than boys going to after-school program because girls find their experience more positive than boys during the time they spend in afterschool programs. Girls thrive to a greater extent than boys, girls find it easier to talk to a teacher than boys, girls had a much better understanding how school and after-school programs are inter related. This paper shows how important it is to give all students the same equality of opportunity in order for everyone to thrive and have similar feelings towards their after-school program.